Behavior analysis is "a field of inquiry devoted to investigating factors that influence behavior in a systematic way - a science of behavior" (Sulzer-Azaroff & Mayer, 1991). There are two forms of behavior analysis: experimental analysis of behavior and applied behavior analysis (ABA).
Experimental analysis of behavior operates under rigorous laboratory conditions to establish what systematic relationships exist between particular conditions of the environment and the resultant behavior. Experimental analysis of behavior helps determine the "laws of behavior" such as which schedules of reinforcement are more resistant to extinction.
Applied Behavior Analysis
ABA means the actual practice of and applying of practical study and intervention techniques that are socially significant to the individual one is working with, rather than research on pigeons or other animals. Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior (Baer, Wolf & Risley, 1968; Sulzer-Azaroff & Mayer, 1991).
There are several distinguishing features of ABA, including:
- ABA is performance based. Behavior is operationally defined; therefore, we often focus on modifying overt behavior.
- ABA is also socially important. It is carried out in the real world and the focus is often on increasing positive behaviors (e.g., communication, social behaviors), and decreasing inappropriate ones (e.g., tantrums). Examples of "Socially significant behaviors" include reading, academics, social skills, communication, and adaptive living skills. Adaptive living skills include gross and fine motor skills, eating and food preparation, toileting, dressing, personal self-care, domestic skills, time and punctuality, money and value, home and community orientation, and work skills.
- ABA is accountable. ABA uses data collection to document progress and areas of need. Intervention modalities and treatment approaches are based on decisions from ongoing collection of data.
Furthermore, ABA methods are used to support individuals with ASD in the following ways:
- To increase behaviors (e.g., reinforcement procedures increase on-task behavior, or social interactions);
- To teach new skills (e.g., systematic instruction and reinforcement procedures teach functional life skills, communication skills, or social skills);
- To maintain behaviors (e.g., teaching self control and self-monitoring procedures to maintain and generalize job-related social skills)
- To generalize or to transfer behavior from one situation or response to another (e.g., from completing assignments in the resource room to performing as well in the mainstream classroom);
- To restrict or narrow conditions under which interfering behaviors occur (e.g., modifying the learning environment)
- To reduce interfering behaviors (e.g., self injury or stereotypy).
There are many terms and definitions used to pinpoint certain behavioral objectives. In addition, there are many different procedures and techniques used with children with autism spectrum disorder (ASD). These ABA procedures and techniques may look very different. Some of these techniques use very structured teaching environments (for example, discrete trial training – DTT), and others are taught in natural settings (for example, incidental teaching, pivotal response training – PRT, natural language teaching paradigm - NLP); however, these procedures rely on the principles of behavior analysis.
References
Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
Sulzer-Azaroff, B., & Mayer, G. R.. (1991). Behavior Analysis for Lasting Change. Holt, Rhinhart and Winston, Inc.: SF, CA.